School of Nursing, Chang Gung University of Science and Technology, No. 261, Wenhua 1st Road, Guishan District, Taoyuan 33303, Taiwan; Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, No.5, Fuxing St., Guishan Dist., Taoyua 33303, Taiwan.
Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, No. 199, Dunhua North. Road., Songshan, Taipei 10548, Taiwan; School of Medicine, Chang Gung University, No. 259, Wenhua 1st Road, Guishan District, Taoyuan 33303, Taiwan.
Nurse Educ Pract. 2024 Oct;80:104149. doi: 10.1016/j.nepr.2024.104149. Epub 2024 Sep 24.
This study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course.
Fostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes.
A quasi-experimental study with pre-test/post-test assessments.
Third-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined.
There was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = -0.343, p = 0.01).
Compared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.
本研究旨在探讨合作干预是否能改善基于模拟的儿科护理课程的效果。
培养合作学习可以提高学生的参与度并改善学习效果。基于模拟的课程为护理学生提供了在实践经验有限的情况下练习和磨练护理技能的机会。提供合作学习指导可以改善课程效果。
一项具有前测/后测评估的准实验研究。
第三年护理学生参加为期 18 周的儿科基于模拟的护理课程，被有目的地招募（N=110）。一个班级（n=55）接受了研究人员开发的合作学习计划，该计划鼓励学生在课堂活动和模拟中相互支持。第二个班级（对照组）接受了常规的课堂教学和模拟。通过比较自我感知的解决问题态度、合作学习经验和儿科护理知识在班级入学（前测）和完成（后测）时的平均得分，来评估干预的效果。对于两个组，使用配对 t 检验比较前测和后测得分。ANCOVA 检查了组间平均得分的差异。还检查了问题解决态度和合作学习经验的前测和后测亚量表得分差异之间的相关性。
两组之间在年龄或性别方面没有显著差异。接受干预的学生的期末考试平均后测得分（85.26，95%CI 84.19，86.33）明显高于对照组（83.61，95%CI 82.52，84.69；F=4.63，p=0.034）。在解决问题的态度或合作学习经验方面，两组之间的总分或没有差异。对于干预组，两个问题解决子量表与两个合作学习子量表相关：解决问题的信心与学习动机，分别（r=0.302，p=0.025）和个人控制与课堂学习，分别（r=0.389，p=0.003）。对于对照组，回避问题解决与合作学习效果呈负相关（r=-0.343，p=0.01）。
与对照组相比，接受合作学习干预的护理学生在儿科护理知识、学习动机和态度以及解决问题的信心方面得分更高，这表明研究人员设计的干预措施促进了基于模拟的学习以及解决问题的信心。护理教育者可以轻松地将干预措施融入基于模拟的儿科护理课程中，以提高学生的解决问题能力。
